AMERICAN INDIANS STUDIES 141
SPRING SEMESTER 2016
ALL SECTIONS
RICHARD L. CARRICO
The past is another world, they do things differently there
History is built up with facts, as a song is with chords. But a collection of facts is no more a history
than a list of chords is a song.
With apologies to Jules Henri Poincaré
When I was a boy, the Sioux owned the world.
Sitting Bull
History …is indeed little more than the register of the crimes, follies, and misfortunes of mankind.
Edward Gibbon
So long as the hoop remained unbroken, the people flourished
Hehaka Sapa (Black Elk)
The only thing new in the world is the history you don’t know.
Harry S. Truman
I saw my evil day at hand.
Black Hawk
History is more or less bunk.
Henry Ford
History, Stephen said, is a nightmare from which I am trying to awake.
Ulysses by James Joyce
History is made of carefully selected facts, as a fine bottle of wine is made of grapes. But the best
collection of facts is no more a history than a fine wine is simply a rendering of grapes.
Richard Carrico with apologies to Jules Henri Poincaré
It is dangerous to be right in matters on which the established authorities are wrong.
Voltaire
There is no death. Only a change of worlds.
Chief Sleath (Chief Seattle)
WHAT DO YOU THINK HISTORY IS???
You may be asked this on a quiz or exam—give it some thought.
American Indian Studies 141
Spring Semester 2016
Instructor: Richard L. Carrico
Office: Arts and Letters AL323
Office Hours: By appointment and MONDAY at 6:00-6:45;
TUES/THURS at 12:00-1:00 and WEDNESDAY at 1:00.
e-Mail: rbrujo@sbcglobal.net
Web Site : rockhilllearning.com
Voice Mail Telephone: 760-518-1471 (cell)
INTRODUCTION
Welcome to the spring 2016 semester at SDSU. This syllabus provides you with an overview to the AIS
141 class and its requirements. Please read this document carefully, you will be held responsible for
following the instructions and requirements offered here. If you do not understand something in this
syllabus, please ask for clarification. PLEASE READ THIS SYLLABUS
This class is one requirement for the American Indian Studies major as well as fulfilling other general
academic requirements. As described more fully in the SDSU catalog, AIS 141 is designed to provide the
student with a fuller, better understanding of the history of Native American peoples who have inhabited
what is now the United States for more than 12,000 years. We will examine a variety of topics to include
history, economics, philosophy, culture history, political systems, religion, intra/intertribal relations,
Indian responses to American society and government, resistance, and persistence. The time period to be
covered is approximately from the U. S. Civil War (1860 A. D.) to the present day.
This class is broad and extensive; there were more than 300 separate cultures or tribes who occupied this
land in the 1860s. Given the cultural, historic, and geographic variance of these peoples, we will not take
a comprehensive look at them all. The class might better be called United States History, Indian
Perspectives: A Selective View from 1860 to 2016. We will be taking a focused view of the history of
perhaps thirty tribes and through them, gain an understanding of the role and place of American Indians in
the post-Civil War era and modern American history.
America history when viewed from an Indian perspective often varies from traditional views and
approaches. The heroes may differ, the objectives of both Indian and non-Indian can be seen in different
light, and in many cases laws and regulations that apply to Indian people are unique to them. I think that
you will be pleasantly surprised, sometimes shocked, often enlightened, and frequently disappointed at
the treatment accorded the native peoples of the United States.
This class may be unlike any other history class that you have ever taken. In the context of American
Indian history you will be asked to discard some cultural baggage, and take a culturally relative stance.
My philosophy is certainly not to “missionize” you, nor to present a one-sided view of either the Indians
or non-Indians. In fact I view the study of history and of cultures in a prismatic, almost cubist context-we will discuss this.
STRUCTURE OF THE CLASS
History can be taught in many ways and there are several methods to engage you the student. Unlike
many history classes, this class is not structured in a linear, progressive fashion—while history is often
presented that way, it is not the only way to understand and observe the past. Please note that I rarely
lecture or instruct directly from the required reading sources for this course. We will rarely touch
specifically on the text material itself, those materials are for you to read and absorb on your own. Most
of the material that I present in lecture form in this class is drawn from a variety of sources and is NOT
designed to lock into textual materials with any great precision and unity or pattern of instruction. It is
your obligation to ask questions if the text or my information is unclear.
History can, and does, mean many things to many people. For me, history is not about arcane dates or a
panorama of passing events, instead history is an interpretive subject, a series of sometimes interrelated
stories about the human condition, about tribal pride, oral tradition, the views of people inside and outside
a given culture, and so on. History is most certainly not a collection of perfectly formed blocks made
of immutable facts and dates to be stacked in such a way as to form the absolutely true or ideal
history. Your critical facilities, creative processes, and analytical capacities must be used in this class,
not just your memory banks—rote memorization of dates is discouraged. Class discussions of books,
readings, and course topics are requested. Audio-visual material will be used. As you will notice, I rarely
lecture from notes, so please, even for excused absences, do not ask me if you can borrow my lecture
materials. They are largely in my head but I will be glad to meet with you and discuss what you may
have missed.
OBJECTIVES
During the first weeks of the semester, I will provide you with some specificity regarding which goals I
will emphasize. In the meantime, please keep in mind that as with most comprehensive classes that cover
a broad historical field, this semester's course will delve into several interrelated disciplines and avenues
of research. In teaching the class I have several concrete goals and other objectives that are somewhat
more fluid. A primary objective of the course is to expose you to the biases, the controversies, and
the historical facts that form our idea of American Indian History. A basic objective that I pursue in
this class and one to which I am committed, is the goal of exposing students to the many and varied
experiences of the time period being studied as well as the conflicting views as to what happened, and
how it happened. History is being made every day. The current administration in Washington has an
Indian policy and that policy, for better or worse, will become part a future historical debate.
As I see it, history in general cannot be easily encapsulated in some simplistic ideological or patriotic
synthesis. This is certainly true for the history of Indian-White relations in North America. Truth is out
there, but it is surrounded by distortions and often told through a haze of out-right lies.
A basic purpose or goal for History 141 is to expose students to a variety of historical-cultural experiences
and to hope that this might add to your understanding of American history and life. If you become more
aware of the rich history of the Indian people of American, and develop a need to recognize, and maybe
even maintain, cultural pluralism in American life by this class experience, I will be content.
BASIC MATERIALS FOR THE COURSE
Suit you own preferences, study habits, talents, and finances in the purchase of the required books for this
course, but buy them soon, they may not be available later. The Aztec Bookshop, as well as several off
campus stores including KB stock copies for purchase. Amazon.com is of course a great source for the
books. You should buy the books as soon as possible to avoid possible shortages later in the semester.
A. Required Materials:
I. There are two texts and a collection of handouts that you must read and understand.
A reading list will be provided to you.. The text books are:
First Peoples (4th Edition 2012), Colin G. Calloway; Strangers in a Stolen Land (4th Edition 2014) by
Richard L. Carrico The 3rd Edition of First Peoples will not work for this class.
I.
The readings in the class are drawn from these three books; you must complete the readings to
succeed in this class. You will need to attend class on a regular basis and will be reading
approximately 300 pages for this class--if this is too much for you because your personal life,
sports, campus obligations, or work schedule will not allow such a load, please-- do not take
the class. Your work load or outside activities are not an excuse for non-attendance or
poor performance.
II.
Several audio-visual presentations may also be used in this class. You are responsible for
major ideas, events and impressions you may glean from these materials. Take home
assignments, and exams may ask you to evaluate your comprehension of these audio-visual
resources. In the event of an unscheduled absence on the part of your professor, there will be a
video presentation and you will be responsible to complete a brief analysis of the video using a
hand out that will be provided.
III.
Reminder: Readings from the texts are designed to supplement and add to themes and topics
covered in this class. You should not expect that it is possible to be evaluated on
everything assigned, viewed or discussed in this course. Your commitment to the subject
means that you are responsible for doing as much as is possible to absorb and use information
covered in the course.
IV.
Other Information:
A. Course Format: Lecture, discussion, some PowerPoints, and videos. Your participation in class
activities is expected. Student questions and responses are welcome as long as they are germane to the
subject matter we are covering in the course.
B. Absenteeism and Bad Behavior: Absenteeism at any time reflects your decision to not take part in
that particular stage of the learning process—it is not simply missing class. While I do not take roll;
absenteeism is discouraged at any time and during examination periods, it is especially frowned upon.
Please avoid the need to take a make-up exam. Examinations and quizzes missed without an advance
excuse will be made up only during the last week of the semester.
Rudeness is not a luxury that you will be allowed to indulge in while in this class. Cell phone use in class
is rude; doing homework on your lab top is rude, checking your Facebook for friend updates, and talking
in the midst of a lecture is rude. Particularly disruptive behavior will be dealt with as specified in the
student handbook and through the procedures approved by the University.
C. Grades
I have developed an evaluation system that will guide your studies and at the same time allow me to
gauge how well you have absorbed and integrated these materials. The grading system is simple and
straightforward; this is by design. There will be three large exams (2 midterms and 1 final, noncomprehensive) worth 100 points each for a total of 300 points. These exams are scheduled for
approximately every fifth week. The exams will be 80% multiple choice/true false, map completion, and
20% short answer using forms that I will provide to you--no Scantron will ever be required. In the course
of the semester there will also be three scheduled quizzes and possibly one pop quiz. Except for the pop
quiz, these quizzes will occur a week or two before the exams and will be worth 50 points each for a total
of 200 points.
There are no extra credits or bonus points (unless I assign them to the whole class such as awarding
points for being inclass on a certain day and tasking part in an exercise at that time) and no make-up
should you miss a quiz without notifiying me IN ADVANCE or suddenly realize at the end of the
semester that you are below an acceptable level of achievement. You have more than 14 weeks to
gain and maintain the grade you wish in this class; asking me to raise your grade in the last week of
the semester so you can keep your scholarship or not go on probation is not going to happen.
D. Office Hours and Consultation
First, I would like to stress that I am interested in assisting you in any way that I can to ensure that you
succeed in this AIS 141 class and in college generally. Typically students do not interact enough with
their professors; they wait until a minor problem has become unresolveable, or otherwise hurt
themselves by not stepping forward. Part of my role as an instructor, as an educator, is to help you as a
person and to ensure that we have both tried to maximize your educational process over the next three
months. Having said all of that, I hold regular office hours based on the hours noted above. I often do
not, however, sit in my office and wait for students to drop in. If these times are not convenient for you,
we can make other arrangements by appointment—I am highly accessible. Make an appointment for my
office hours or other times that we can meet. If you have an issue that requires us to discuss it without
other students in the room, please make a specific appointment.
E. Reading List
The readings cover approximately 300 pages. A reading list provided below covers the first five weeks of
study and testing. If you plan on about 2 hours a week plus 4-5 hours the week before the exams, I believe
that you will do well in this class, at least in terms of reading and knowing the assigned materials. I
would strongly recommend that you give this class at least 4 hours a week; that is far less time than most
Americans spend watching so-called reality television, sports, Facebook, and other images from the vast
electronic wasteland. You give me 3 hours of your time in class and 4 hours through reading and I
guarantee that I will make you a better-informed, more intelligent American—and get a good grade.
Readings for First Quiz:
First Peoples: The narrative of Chapter 6--Look at Maps 6-1 and 6-2—you will be quizzed on these; and
Documents Section pp. 369-378 and pp. 385-389.
Strangers: Chapter 6
Reading for First Exam: All of the above plus First Peoples Chapter 7; and Strangers Chapter 7.
F. Laptop and Computer Use
If you plan on using a laptop, tablet or some other device to take notes in class you must sit in the front
three rows. This may require you to come to class early to find an appropriate location.
F.
Tentative Schedule of Events
Event
Date
Last Day to drop classes
Last day to add classes
Feb 2nd
Feb. 2nd
First Quiz
Feb. 8th for Monday and M/W class
Feb 9 for Tues/Thurs classes
First Exam:
Feb 22nd for Monday and M/W class
Feb 23rd for Tues/Thurs classes
Second Quiz
Mar 14th for Monday and M/W class
March 15th for Tues/Thurs classes
Spring Break
March 26th-April 3rd
Second Exam
Apr 11th for Monday and M/W class
Apr 12th for Tues/Thurs classes
Third Quiz
April 25th for Monday and M/W class
April 26th for Tues/Thurs class
Finals Week Third [Final] Exam
May 6-12 TBA—refer to the Final Examination
Schedule on line
From April 11th until the end of the semester we will be covering the presidential policies, congressional
actions, and Supreme Court decisions that affect American Indians. These can be complex and very little of
this material is in the textbooks, so please attend class and pay attention.